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<h3>Cool Down (5 minutes)</h3>
<h4>Student Activity</h4>
<p>Here is the function \(f\)&nbsp;for Clare&rsquo;s moldy bread that you saw earlier.</p>
<table class="os-raise-midsizetable">
  <thead>
    <tr>
      <th scope="col"> \(d\), time since mold spotting (days)</th>
      <th scope="col">\(f(d)\), area covered by mold (square millimeters)</th>
    </tr>
  </thead>
  <tbody>
    <tr>
      <td>
        0
      </td>
      <td>
        1
      </td>
    </tr>
    <tr>
      <td>
        1
      </td>
      <td>
        2
      </td>
    </tr>
    <tr>
      <td>
        2
      </td>
      <td>
        4
      </td>
    </tr>
    <tr>
      <td>
        3
      </td>
      <td>
        8
      </td>
    </tr>
    <tr>
      <td>
        4
      </td>
      <td>
        16
      </td>
    </tr>
    <tr>
      <td>
        5
      </td>
      <td>
        32
      </td>
    </tr>
    <tr>
      <td>
        6
      </td>
      <td>
        64
      </td>
    </tr>
  </tbody>
</table>
<br>
<ol class="os-raise-noindent">
  <li> What is the average rate of change for the mold over the 6 days? <br>
    <br>
    <strong>Answer:</strong> 10.5 square millimeters per day: \(\frac{f(6)&minus;f(0)}{6&minus;0}=10.5\)
  </li>
  <li> How well does the average rate of change describe how the mold changes for these 6 days? <br>
    <br>
    <strong>Answer:</strong> The average rate of change does not accurately describe how the mold changes over the 6-day
    period. The first day it only grows by 1 square millimeter, while on the fifth day it grows by 32 square
    millimeters.
  </li>
  <li> How could the average rate of change be more accurate? <br>
    <br>
    <strong>Answer:</strong> The domain used to find the average rate of change could be smaller. The average rate of
    change of different intervals could be compared.
  </li>
</ol>
<h4>Response to Student Thinking</h4>
<h5>More Chances</h5>
<p>Students will have more opportunities to understand the mathematical ideas in this cool-down, so there is no need to
  slow down or add additional work to the next lessons. Instead, use the results of this cool-down to provide guidance
  for what to look for and emphasize over the next several lessons to support students in advancing their current
  understanding.</p>